Education of the republic of uzbekistan termez state university foreign philology faculty the department of foreign language and literature

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Rahbar _________________________ (imzo)


GRAMMATICAL CATEGORY OF MOOD
PLAN:
INTRODUCTION..................................................................................................4
MAIN PART………………………………………………………………………6
1 Types of mood:Indicative mood…………………………………………….....6
2 Imperative mood………………………………………………………………..10
3 Subjunctive mood……………………………………………………………....12
4 Infinitive mood………………………………………………………………….17
CONCLUSION…………………………………………….……………………..23
REFERENCES…………………………………………….…………………......25

INTRODUCTION

Traditional classrooms conne English as a Foreign Language (EFL) reading to the textbook and

the classroom setting, something that demotivates active reading. With the advent of mobile
technology, however, such boundaries can be broken to include external reading materials
where students could read and share anytime and anywhere. This paper investigates the role
of mobile technology in enhancing Learner Autonomy (LA) in the EFL reading context among
students in the Preparatory Year (PY) of Najran University in Saudi Arabia. A reading class
of 30 students utilised mobile applications (WhatsApp and internet search engines such as
Google) to access external reading materials and interact with their peers and teachers outside
the classroom. Qualitative data collection underwent a number of procedures. The baseline
data was constructed from the students’ portfolios, which reported the participants’ traditional
reading practices and use of mobiles. Then, the participants were encouraged to use internet
search engines and WhatsApp group to share their readings. Finally, ve participants were
interviewed. The data analysis revealed that the participants’ LA is improved through the use
of selected mobile applications in terms of taking responsibility for and making decisions
about reading materials and the time and place of reading. The study recommends further
investigation into the role of mobile applications for generating learners’ own tasks and writing
skills.
Traditional classrooms conne English as a Foreign Language (EFL) reading to the textbook and
the classroom setting, something that demotivates active reading. With the advent of mobile
technology, however, such boundaries can be broken to include external reading materials
where students could read and share anytime and anywhere. This paper investigates the role
of mobile technology in enhancing Learner Autonomy (LA) in the EFL reading context among
students in the Preparatory Year (PY) of Najran University in Saudi Arabia. A reading class
of 30 students utilised mobile applications (WhatsApp and internet search engines such as
Google) to access external reading materials and interact with their peers and teachers outside
the classroom. Qualitative data collection underwent a number of procedures. The baseline
data was constructed from the students’ portfolios, which reported the participants’ traditional
reading practices and use of mobiles. Then, the participants were encouraged to use internet
search engines and WhatsApp group to share their readings. Finally, ve participants were
interviewed. The data analysis revealed that the participants’ LA is improved through the use
of selected mobile applications in terms of taking responsibility for and making decisions
about reading materials and the time and place of reading. The study recommends further
investigation into the role of mobile applications for generating learners’ own tasks and writing
skills.
Traditional classrooms conne English as a Foreign Language (EFL) reading to the textbook and
the classroom setting, something that demotivates active reading. With the advent of mobile
technology, however, such boundaries can be broken to include external reading materials
where students could read and share anytime and anywhere. This paper investigates the role
of mobile technology in enhancing Learner Autonomy (LA) in the EFL reading context among
students in the Preparatory Year (PY) of Najran University in Saudi Arabia. A reading class
of 30 students utilised mobile applications (WhatsApp and internet search engines such as
Google) to access external reading materials and interact with their peers and teachers outside
the classroom. Qualitative data collection underwent a number of procedures. The baseline
data was constructed from the students’ portfolios, which reported the participants’ traditional
reading practices and use of mobiles. Then, the participants were encouraged to use internet
search engines and WhatsApp group to share their readings. Finally, ve participants were
interviewed. The data analysis revealed that the participants’ LA is improved through the use
of selected mobile applications in terms of taking responsibility for and making decisions
about reading materials and the time and place of reading. The study recommends further
investigation into the role of mobile applications for generating learners’ own tasks and writing
skills.
In humans, a mood is a feeling or an emotional state. If you’re in a good mood, for example, you’re feeling happy. But a grammatical mood is something else. So to help explain what a grammatical mood is, let’s look at the indicative, imperative, conditional, and subjunctive moods. Grammatical mood refers to how a sentence is constructed to reflect what we’re trying to do. Asking a question, for example, is different to giving a command. Consequently, we use slightly different sentences to do different things. And every sentence has a “mood” accordingly. Grammatical mood is a verb feature that allows speakers to express their attitude toward what they are saying.
Grammatical mood allows speakers and writers to express their attitudes toward what they are saying (for example, whether it is intended as a statement of fact, of desire, or of command).
In English, there are many grammatical moods, but by far the most common are the indicative, the imperative, the subjunctive, and the conditional.
In English, mood is a little different.
[Main clause "I wish" is factual and in indicative mood; dependent clause "Paul would eat" is hypothetical and in subjunctive mood.
It is noted that in the framework of the Law of the Republic of Uzbekistan “On education” and National Programme for Training in the country, a comprehensive foreign languages, teaching system, aimed at creating harmoniously developed, highly educated, modern-thinking young generation, further integration of the country to the world community, has been created. President of Uzbekistan ¹Shavkat Mirziyoyev signed a decree “On Uzbekistan’s Development strategy”.
An important aspect of learning for pupils is to be able to communicate about what they know, or think they know. The best way for teachers to encourage communication ability at all pupils is through classroom discussion or small group work. Discussion is the way where teachers can provide their students with the opportunity to practice their communication skills. A discussion is understood as an activity of sitting and talking about a specific subject. The word ‘discuss’ has been derived from the latin root ‘discutere’, which means to shake or strike. Thus ‘discussion’ refers to thoroughly shaking up the subject that is, examining it thoroughly to reach a conclusion.